3. Today’s Purpose:
•To answer participant questions concerning
Differentiated Instruction
•To share and build upon participant ideas
•To provide several strategies for differentiating
instruction in the classroom
4. THE KUD
Essential for
Effective
Differentiated
Instruction because it
ensures the same
learning goal and
expectations are in
place for all students
(Strickland, 2011, p.15)
5. Ideas for Differentiating:
Rather than Provide 1 Assessment, Provide 3
To Differentiate Questioning:
1) Identify your KUD
2) Provide students 3 questions/tasks in the midst
of a lecture, as part of an activity, or on an
entrance/exit slip that arrive at the same KUD
3) Students should answer one of the three
questions or complete one of the three tasks
* Questions can be differentiated by interest,
learning profile, or readiness
6. SAMPLE ASSESSMENT TASK:
Select one of the following tasks to
complete in your class notes:
A) Draw a flow chart that depicts the
water cycle.
B) Write a narrative explaining the
steps of the water cycle from the
perspective of a water droplet.
C) Draw a picture that clearly articulates
the water cycle. Label the picture
appropriately.
7. Ideas for Differentiating:
Use Tic-Tac-Toe
to Differentiate by Interest
To Create Tic-Tac-Toe:
1) Write 9
commands, questions, or
tasks on the Tic-Tac-Toe
board.
2) Have students choose
three options to complete
creating a row
vertically, horizontally, or
diagonally
http://foridahoteachers.org/strategies.htm#ThinkTacToe
9. Ideas for Differentiating:
Use RAFT
to Differentiate by Learning Style
To Create a RAFT:
1) Develop a KUD
◦ Please note: When assigning a
RAFT, you may have to rely upon
student presentations or sharing
to achieve all aspects of the KUD.
2) Design a writing assignment
with a minimum of 4 columns:
◦ Roles
◦ Audiences
◦ Formats
◦ Topics
(Strickland- Social Studies, 2012, p. 15) (Strickland- Social Studies, 2012, p. 26)
10. Ideas for Differentiating:
Use RAFT
to Differentiate by Learning Style
To Create a RAFT:
3) Have each student select one
horizontal row to complete
4) Make time for students to share
their work (so all aspects of
the KUD are achieved)
* To differentiate by Learning
Style, make sure there are
several options that appeal to
different learning styles in the
FORMAT column
(Strickland- Social Studies, 2012, p. 15) (Strickland- Social Studies, 2012, p. 26)
12. Ideas for Differentiating:
Use Tiering
to Differentiate by Readiness
“Tiering is a process
of adjusting the
degree of difficulty
of a question, task,
or product to
match a student’s
current
readiness level.”
Strickland, A Strategy for
Readiness Differentiation
13. Ideas for Differentiating:
Use Tiering
to Differentiate by Readiness
To Tier an Assignment:
1) Determine the KUD statement
2) Identify the readiness ranges relative to the KUD goals
3) Create an activity that is engaging & rigorous
4) Replicate the activity to address differences in readiness
◦ Use similar knowledge & skills
◦ Yields the same understanding
5) Use assessment data to match the task to the student
(Strickland- Math, 2012, p. 16)
15. References:
Resources for Idaho Teachers: Differentiation Framework. DesCartes
Curriculum: NWEA Map. Retrieved from
http://foridahoteachers.org/strategies.htm#ThinkTacToe.
Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD:
Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation: Music. ASCD:
Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation: Math. ASCD:
Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation: Social Studies. ASCD:
Alexandria, Virginia.
Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource
guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.
Notas del editor
KUD is part of the terminology associated with Differentiated InstructionGurus of Differentiated Instruction believe that clear learning goals identified in terms of things students are expected to know, understand, and do ensure students get to the same outcome when completing slightly different tasks or activitiesWe have fit the terminology associated with Differentiated Instruction into our PLC Cycle identifying that the K & D are equivalent to Essential Outcomes and the U is the same as an Enduring Understanding, it is a big idea
